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LB I57 2 - 

COURIE OF 




^ILATON. NEW MEXICO 

1904-1905 



COURSE OF STUDY 

Rules and Regulations 

OF 

PUBLIC SCHOOLS 



RATON, IS WAV MEXICO 



For School Year of 1904-'05 



with THE 



ANNUAL REPORT 



OF THE 



Board of Education 



FOR THE 



School Year of 1903-'04 



\3 






PRINTED BY 

THE EATON RANGE 

10O4 



MEMBERS OF BOARD 



John Morrow, president 

Robert MoRobbrts, vice-preb. 
S. W. Clark 

J. F. White 

W. S. McAbbe 

I*. D. Benfbr 
Eleseo Roybal 

Alberto Valdez 



A. J. FURNEY, Clerk 
WM. M. HEINEY, Sum. 



The regular meetings of the Board of Education shall 
be upon the first Monday of each month, but special meet- 
ings may be held from time to time, as circumstances may 
demand. 



TEACHERS' MEETINGS 
AT HIGH SCHOOL BUILDING: 



GENERAL MEETING at 2 o'clock p. m. on Satur- 
day before the opening- of the school year, and at 8 o'clock 
a. m. on the Saturday following- the close of each school 
month thereafter. 



GRADE MEETfNGS 



FIRST AND SEGOND grades, at 3:30 p. m, on second 
Monday of each school month. 

THIRD AND FOURTH grades, at 3:30 p. m. on second 
Tuesday of of each school month. 

FIFTH AND SIXTH grades, at 3:30 p. m. on second 
Wednesday of each school month. 

SEVENTH AND EIGHTH grades, at 3:30 p. m. on second 
Thursday of each school month. 

HIGH SCHOOL TEACHERS, at 3:30 p. m. en third 
Monday of each school month. 

Teachers will be excused from these meetings only in 
cases of sickness and absolute necessity. 




READING 

FIRST GRADE 

EW children enter school for the first time who have 
^j not learned something- of its wonders before that 



first, eventful day. Most of them have entertained 
happy anticipations of what was to come. The 
teacher cannot meet these anticipations, but she must strive 
to satisfy them. The child should be made to realize that 
each school day is one of intense interest. 

While he should be made to appreciate the significance 
of his five senses, he should be taught that reading is the 
greatest source of knowledge. Reading, as a source of 
knowledge, should be shown in his first simple sentence. 
Then in every following sentence until that value of reading 
has become firmly fixed in his mind. Next he should be im- 
pressed with the value of reading as a step in learning to 
read more difficult matter. 

If drill in logic has not been begun before, it should 
begin this first day of school. It should be an intuition. To 
this end the teacher should be methodical, but not given to 
"grind". Begin with a carefully laid system, but be careful 
not to let your system drop in tread-mill routine. If you be- 
gin with an introductory talk, let it be to arrouse an interest 
in the reading you are to incidentally (?) come to sooner or 
later. After the talk, lead the child to talk — answering 
questions the teacher and others of the class may ask; but 
above all, encourage ths pupil to ask questions. 



COURSE OF STUDY 



FIRST TERM-Ohart and Reader 
Baldwin's Graded Readers 

Study time to be occupied with pencil and paper. 

Write the individual letters in script, then words, sen- 
tences and, when able, lessons. 

Learn words, then sentences, by sight. 

Learn the letters (and their sounds) composing- words. 

Spell the words and memorize the spelling. 

Have the child express in his own words the ideas 
gathered from the lesson. 

Correct bad expression and have him acquire a 
correct one. 

Induce the child to give expression to other ideas sug- 
gested by the lesson. 

Do not answer questions which you may be able to 
induce members of the class to answer — or better, have the 
pupil answer for himself. 

SECOND TERM 

Baldwin's First Reader 

First reader, completed. 

Follow instructions of first term. 

Teach long and short sounds of vowels and indicating 
marks, — , — . 

Write a complete sentence describing a picture in 
connection with the lesson. 

Write other thoughts and fancies suggested by pic- 
tures and lessons. 

Give attention to correct forms of letters. 



RATON PUBLIC SCHOOLS 



Give attention to use of period, interrogation point and 
capitals. 

Abreviations, Mr. and Mrs. 

Teach by word, sentence and phonic methods. 

Give attention to phonic drills, to introduction of new 
word-forms and to the vocabulary already acquired. 

SECOND GRADE 

Baldwins Second Reader 

So far as you can, apply the instructions of the pre- 
ceding grades. 

New words taught from board and pupils drilled in 
their pronunciation and use. 

Lesson not to be read until pupils can call words at 
sight and understand their meanings. 

Teach spelling by sound. This aids in recognizing 
new words by putting known sounds into new combinations. 

Expression is controlled by thought. Give plenty of 
time for grasping ideas before calling for their oral expression. 

No mental growth comes from the mere utterance of 
words. Pupils must feel that when they read anything it is 
for the purpose of making others understand and feel. 

Have frequent vocal and breathing exercises. Do not 
allow sing-song reading or mumbling. Prevail upon pupils 
to read as they talk. Teach simple diacritical marks. 

Write short sentences about facts observed and actions 
performed. These sentences should be first used orally, 
corrected, then written. 



8 COURSE OF STUDY 

Continue the use of capitals, period and interrogation 
and add use of comma. 

Take up the subject and predicate of the sentence. 

Teach correct use of this, that, these, those, sees, see, 
do, does, is, was, are, were, etc. 

Give attention to abbreviations used in Reader. 

Correct faults in the language of pupils and others. 

Have pupils substitute and change words in the 
language of the Reader so as to render it faulty. 

Teach the use of a, an and the, and the relation of in, 
on, up, etc., to other words. 

Give drills in enunciation and articulation. 

Continue word study and phonic drills. 

Teach the use of substantives and verb forms, this 
and that, with plurals. 

THIRD GKADE 

Baldwin's Third Reader 

Review carefully all instructions for previous work. 
Allow no bad habits in oral expression. Continue vocal and 
breathing exercises. Practice on difficult words and sen- 
tences. Continue diacritical marks and articulation practice. 

Composition emphasized by combination of short, sim- 
ple sentences, descriptive of familiar objects and pictures. 

Begin letter writing. 

Teach correctness of form and arrangement of 
sentences. 

Nouns — common, proper — number. 

Irregular verbs extended. 



RATON PUBLIG SGHOOLS 



Adjectives following look, seem, feel, appear, taste, 
smell. 

Adjectives — simple, to be compared. 

Pronouns — form of personal. 

Different forms of who in questions. 

Distinction between vowels and consonants. 

Abbreviations—Gapt, Col, Gen., Hon., M., A. M., P. 
M., Rev., P. S., P. 0. 

Pronunciation — correction of errors. 

Homonyms. 

Written and oral spelling of words in Reader and 
other studies. 

New words learned, to be used in sentences. 

Careful penmanship. 

Capitals according to rules only. 

Continue phonic drill. Teach the use of dictionary 
and meaning of phonic characters therein. 

FOURTH GRADE 

Baldwin's Fourth Reader 

Review. 

Continue exercises in breathing and vocalizing. 

Teach use of dictionary. 

Give pupils short paragraphs, new to them, from news- 
papers and other sources. After a short time, for examina- 
tion, talk them over, then have them read aloud. 

Continue work of preceding grade. 

Continue phonic study and analysis. 

One recitation each week should be devoted to sight 
reading, using a reader or selection not familiar to the class. 



10 GOURSE OF STUDY 

FIFTH GRADE 

Baldwin's Fifth Reader 

Follow instructions of lower grades so far as they 
apply. 

Make application of the principles of the text book 
on language to the reading exercise. 

Punctuation and diacritical marks. 

Capital letters and work of previous grades reviewed 
and perfected. 

Word analysis. Begin literary analysis of selections 
read. 

Sketches of authors. Beautiful passages pointed out 
and tell why they are beautiful. Concert reading. 

Report of home reading. 

Require some pupil to commit and recite a selection 
every three or four days, having each pupil to take his turn. 
The pupils reciting poorly and with least pains may be re- 
quired to recite oftener than others. 

SIXTH GRADE 

Baldwin's Sixth Reader 

Use and extend the essential features of the lower 
grade instructions, especially the last note of Fifth Grade. 
In the Sixth Grade, however, have pupils come to the front 
to recite, facing school. 

Ask for accounts of articles read by pupiis at other 
times, that are suggested by, or will add to the information 
gained by the reading lesson, and encourage pupils to bring 
such articles to class. 



RATON PUBLIC SCHOOLS 11 

As English classics, read Rip Van Winkle and The 
Great Stone Face, » 

SEVENTH GRADE 

Baldwin's Seventh Reader 

Apply instructions of lower grade, especially of Sixth 
Grade. 

Study biographies of authors. 

Require frequent use of dictionary. 

Name the common figures of speech and require 
pupils to look them up and explain in class. 

As English classics, read Evangeline, Snow Bound 
and A Christmas Carol 

EIGHTH GRADE 

Baldwin's Eighth Reader 

Apply instructions of lower grades, especially of 
Sixth and Seventh. 

Use the newspapers freely. 

Have pupils watch affairs of home and foreign gov- 
ernments. 

Have read in class an occasional magazine article. 

English classics: Enoch Arden, The Snow Image 
and Hiawatha. 



LANGUAGE — GRAMMAR 

Language as comprehended in common school work is 
spoken and written. To speak and write properly, compre- 
hensively and fluently is the aim of instruction in language, 



12 COURSE OF STUDY 

yet such a method in this instruction as will develop the 
powers of thought and intellectual organization is as desir- 
able and as practicable as in the popularly recognized in- 
tellectual studies. We believe language study can be made 
most attractive to the student when applied along the line of 
his common usage, and from this conviction we have classified 
the language work of the primary grades in connection with 
the other branches, chiefly with reading. In all these grades 
the work may be, and in the Third and Fourth years should 
be, considered in classes separate from the other work, 

The popular method of instruction in language by re- 
producing something read, we believe to be fruitful of more evil 
than good results, and therefore discourage it with teachers. 
The usual high school, or even college essay is little more 
than a justified plagiarism. Justified because the training of 
the writer has been such as to convince him that an essay is 
nothing more than a reproduction. 

With a proper grounding in the elements of language 
there are few persons who cannot write or talk, at least 
fairly well, when they have something to say. In the intro- 
ductory on reading the importance of that branch is conceded 
because of its being the source of most knowledge, yet with 
the child, first knowledge, as ail original knowledge, is ac- 
quired by virtue of some of the five senses. This source of 
information, instead of being eliminated, should be encour- 
aged, and to this end we recommend the study of objects of 
nature and art by handling seeing, feeling, tasting and smell- 
ing; and finally drawing conclusions from the data thus 
gained. Take at least one recitation period of each week to 
study objects and after a careful examination of the parts, 



RA TON PUBLIC SCHOOLS 13 

shape, color and other qualities relate in good sentences, or 
write in paragraphs. 

SENSE TRAINING— FIRST GRADE 

Name some things that are red, green, blue, yellow, 
white, black. 

Things that are smooth, rough, hot, cold, square, long, 
round. 

Have pupils bring to school some white rocks, red 
rocks; some round leaves, oval leaves, long leaves. 

Examine the objects brought and talk of them, using 
properly constructed sentences. 

Spelling by naming the letters of the words introduced. 

From the sounds and the letters learned the pupils 
should gradually acquire the power to make out new words 
for themselves. 

New words should be introduced slowly and repeated 
again and again in a variety of ways. 

The making of small script letters learned by slow steps. 

Capital letters learned. 

Copying words in script. 

Letters and words in print learned aftdr script. 

Easy idioms — as, "I see"; "It is", etc. 

Pupils should learn to see short sentences and phrases 
as wholes. 

Making out words should not be confounded with 
reading. 

Pupils should know thoroughly each v/ord in the sen- 
tence, and should have the thought, before reading aloud. 



14. COURSE OF STUDY 

Exercises on the blackboard for reading - may be 
copied by the pupils. 

Pupils may copy easy sentences from their Primers 
and Readers. 

All copying should be done in script. 

The teacher should keep a list of the words learned. 
These should, by various combinations, be kept in constant use. 

SECOND GRADE 

Work of First grade to be continued and extended. 
Introductory book in hands of teacher. 

Oral and written language work should be carried 
along together, the latter grov/ing out of the former. 

It should be remembered that the aim of oral work is 
not merely to get pupils to talk, but to secure happy ex- 
pression, good arrangement, and correct forms of words. 

Familiar conversations on animals, tame and wild — 
their form, color, covering, voices, v/ays of getting and eat- 
ing food, means of attack and defense, cunning, intelligence, 
affection, use to man, etc. 

Birds, insects, spiders, fishes. 

Name some objects that are cubes, globes cylinders, 
irregular in shape. 

Have pupils bring to school some smooth rocks, rough 
rocks, rocks with holes in them, and have them, if possible, 
learn the cause of these conditions. Other sense training. 

Have them bring some leaves that are single, some 
made up of little leaves (leaflets), some with rough surfaces 
and some with smooth surfaces. 

Name some fruits with one seed — of more than one. 



RA TON PUBLIC SCHOOLS 15 



Talk and write freely and correctly. See Science Work. 

Sunrises, sunsets, sky, wind, clouds, rain, snow, sea- 
sons, sun, moon, fields, woods, streams, mountains, valleys, 
gardens, farms. 

Streets, parks, houses, carpenters' work, masons' 

work, etc. 

The senses and what we learn through them. 

Morals and manners as occasion may present, illus- 
trated when possible by incident or story. Deceit, lying", 
stealing-, tattling, idleness, whining, forms of greeting, care 
for others' property, kindness, Golden Rule, respect for the 
aged, respect for authority, prompt obedience, keeping prom- 
ises, politeness, courage in doing right, defending the weak. 

Description of pictures with and without guiding 
questions. 

Stories from pictures and from the imagination. 

Dreaming— Close the eyes, lay the head on the desk 
and think some imaginary thing and then tell or write it. 

Memorize selections of poetry and prose. 

THIRD GKADE 

Follow instructions of previous grades. 

The writing of sentences and the drill on special words 
as required in the reading and the language exercises will 
furnish sufficient work in spelling for the first and the 
second year. 

Reed's Introductory Language Work 

LESSONS I TO LXSX, INCLUSIVE 

Examining the sentence to find what words do. 



16 COURSE OF STUDY 

Statements — chief words — names. 

Names — capitals. 

Studying related sentences — chief words and their 
helpers. 

Finishing - and joining- related sentences to make a 
good story. 

Words that take the place of names. 

Have pupils bring rocks of two or more colors. Rocks 
that contain two or more kinds of material, and have them 
try to find out the cause of the different colors and what the 
different materials are. 

Bring flowers and separate them into their parts — 
calyx, corolla, stamen and pistil. 

Bring plants with single root, with several roots and 
with many or fibrous roots. 

Bring some insects that jump, some that creep and 
some that fly. 

Dream, or imagine, stories. 

When you have exhausted the investigation on any 
specimen or class of objects, write. See science work. 

Give careful attention to spelling, punctuation and syn- 
tax. 

Practice in descriptions. 

Have and has, do and does. 

Using verbs with / and you, 

Contractions— Isn't, aren't, doesn't, don't, etc. 

Putting sentences together — commas with connected 
words. 

Studying sentences — making smooth, flowing paragraphs. 



RA TON PUBLIG SCHOOLS 



Names changed to mean more than one. 

Names changed to show possession. 

How to show possession — one and more than one. 

What words do and mean. 

How to show possession — Its, Hers. Ours, etc. 
fourth: grade 

Have pupils bring some quartz, granite, lava, clay. 
Learn what you can of them and talk freely of them. When 
all the class have told all they can, all write about the speci- 
men. See science work. 

Have pupils bring leaves with smooth margins, rough 
margins, (serrate, dentate, etc.), some with parallel veins 
and some with net veins. Use them as instructed to do 
with the rocks. 

Follow instructions of previous grades, 

Imagine stories. 

Reed's Introductory Language Work 
lessons lxsxi to cxi ii, inclusive 

Using the verb right — do, did, done; see. saw, seen. 

Using the right verb — lie, lay; sit, set. 

Using the verb right — blow, draw, grow, know, thi'ovj, 
beat, break, fall, freeze, write, choose, drive, fly, give, go, 
ride, shake, speak, forsake, rise, steal, take, tear, wear, 
come, drown, attack. 

Helping words joined to names. 

Hints for word pictures. 

Comma with helping words. 

Helping words—descriptions and stories. 

Using helping words right. 



18 GOURSE OF STUDY 

Helping 1 words joined to verbs. 
Phrases joined to the chief parts. 
Changing direct to indirect quotations. 
Capitals—general exercises. 
Punctuation— general exercises. 
Study of sentences. 
Hints for descriptions and stories. 
Agreement of the verb. 
Using the right verb. 
Arranging and joining sentences. 
Study of sentences— story. 
Hints for stories— quotations. 

FIFTH GRADE-First Half of Year 

Reed's Introductory Language Work Completed 

LESSONS CXLVII TO CLXXVIII, INCLUSIVE 

Letter-writing— kinds of paper, folding, envelopes, 
margins, ink, etc. 

Friendly letters. 

Business letters. 

Informal notes. 

Formal notes. 

Exercises on the different parts and forms of letters. 

Hints for original letters. 

Outlines for stories. 

Additional Oral and Written Work— As suggested 
in the text book, and as noted for preceding terms. 

Brief stories from American history. 

Simple outline facts concerning great men and women 



RA TON PUBLIC SCHOOLS 79 

—authors, patriots, inventors, explorers, public benefac- 
tors, etc. 

Gems of thought and language written from memory. 

Write compositions in imagination and description. 

Second Half of Yeah 
Graded Lessons in English 

LESSONS I TO XXXVIII, INCLUSIVE 

Talks on language—sounds, letters, ideas, words, 
human voice, natural and artificial language, thoughts. 
Two words expressing a thought. 
The sentence — its two parts. 
Sentence-building. 
Capitals and the period. 
Sentence-building— Agreement of subject and pred- 



icate. 



Classes of words— nouns. 

Individual names and class names— capitals. 

Verbs— agreement. 

Pronouns— capitals. 

Modifiers of the subject. 

Sentence-building— modifiers. 

Adjectives. 

Sentence-building— adjectives. 

Modifiers of the predicate. 

One modifier joined to another. 

Adverbs. 

General exercises in analysis and classification. 

The correction of errors. 

Phrases. 



20 COURSE OF STUDY 

Sentence-building — adjectives, adverbs. 

Equivalent phrases — arrangement. 

Prepositions. 

Compound subject and compound predicate. 

sixth: grade 

Graded Lessons in English 

LESSON XXXIX, COMPLETING BOOK 

Pages 144 to 165 may be drawn upon for occasional 
exercises in capitals, punctuation and letter-writing. 

Continue under instructions of lower grades so far 
as they apply. 

Have compositions, mainly in description and imagina- 
tion, about once a week. 

Letter writing. 

Science lessons with written thesis on what has been 
found out about natural objects studied. See science lessons. 

SEVENTH GRADE 
Higher Lessons in English 

LESSONS I TO CXI, INCLUSIVE 

Apply essential parts of previous instruction. 

Require pupils to give abundance of examples. 

Letters of application and recommendation, properly 
folding letter and addressing envelope. 

Insist on pupils standing and talking of what they have 
read or heard out of school. 

Compositions once a week, in imagination, description 
and explaining or accounting for some scientific phenomenon 
they have observed. 



RA TON PUBLIC SCHOOLS 21 

EIGHTH GRADE 
Higher Lessons in English 

LESSONS CXII, COMPLETE BOOK 

Follow instructions of previous grades. 

Write newspaper articles, editorials, etc. 

Write a critique. 

Define commoner figures of speech and make ex- 
amples of each. 

Compositions of from 200 to 300 words, at least one 
every two months, on subjects selected or approved by 
teacher. To be criticised by teacher and returned for re- 
vision by pupil, unless first copy is satisfactory. 

Require letter writing - of all previous grades as a 
review. 



NUMBERS AND ARITHMETIC 

The schol year of 19C4 and '05 opens with the newly 
adopted Wentworth's Arithmetics, and no more important 
suggestion can be offered the teacher than that of carefully 
reading the preface, notes and other instructions of the 
author. The new books certainly show great effort, as well 
as success, toward systematic arrangement, and a complete 
mastery of the subject as the author broadly comprehends 
it. In the more advanced grades it seems that if time per- 
mits the teacher may supplement the text with more of 
the philosophy of numbers. 

FIRST GRADE 

Teacher to follow, in part, the suggestions and gen- 



22 COURSE OF STUDY 

eral plan of Part I of Elementary book. Combinations up to 
1 0. Use objects in all combinations and divisions. Com- 
parisons in length, magnitude, etc., by use of blocks and 
other devices. Compare number and magnitude of objects 
that come up in connection with the day's work. No 
regularly assigned tasks. 

SECOND GRADE 

Follow instructions of First grade, except easy tasks 
may be regularly assigned. Combinations to 20. Add and 
subtract to 100. Multiply 100's by 2, 3 and 4. Multipli- 
cation tables to 5x12. 

THIRD GRADE 

Primary book may be put in the hands of pupils. 
Review from first, and complete to Part III. Use objects for 
illustration as indicated by pictures at top of pages of book. 
Supplement book with devices improvised by pupils 
and teacher. 

FOURTH GRADE 

Follow instructions of Third grade and review Ele- 
mentary book, as advancement of pupils require. Advanced 
work to begin with Part III and complete the book. 

FIFTH GRADE 

Begin Practical Arithmetic, and complete to Factors, 
Measures and Multiples. Use objects to illustrate transac- 
tions. Make actual measurements for data in supplementary 
problems. Supplement work from Appendix. 



RA TON PUBLIG SCHOOLS 23 

SIXTH GRADE 

Follow instructions of Fifth grade. Review from first 
of book and continue from Chapter VIII to Chapter XII, 
Percentage. Supplement from Appendix. 

SEVENTH GRADE 

Review as much of Fifth and Sixth grades as seems 
needful. Advanced work to begin with Percentage and 
continue to Powers and Roots. Supplement from Appendix. 

EIGHTH GRADE 

See instructions of Fifth, Sixth and Seventh grades. 
Complete the book and review. 



GEOGRAPHY 

FIRST GRADE 

Learn to distinguish between river, creek, lake, ocean, 
gulf, etc. Learn directions — where the sun rises and sets. 
Walk and point to east, north, west and south. Locate 
objects in various directions. Learn north-east, north-west, 
south-east and south-west. Draw plan of school house and 
grounds, locating objects by relative distance (being X, y z or 
1-10, etc., of some distance as the length of the house or 
room), direction, etc. 

SECOND GRADE 

Review all the work of the first year, and extend it. 
Supplement with devices of your own. Draw a plat of the 
school grounds, neighborhood, with natural objects — trees 
stones, hills, mountains, streams, etc. 



24 COURSE OF STUDY 

THIRD GRAD^ 

Review and extend work of First and Second grades. 
Show and explain to pupils printed maps of town, county 
and territory, then have them draw county and territory; 
bound each. See that they have a good conception of the 
forms of land and water, shape of the earth, and something 
of its relation to the sun and other planets. 

Small book (Barnes) may be used the last half of 
the year. See history. 

FOURTH GRADE 

Begin, proper, the Barnes first book, reviewing from 
first and complete. Illustrate the divisions of land and 
water, if necessary, by making them upon the ground and 
filling with water. Globe exercises in latitude, longitude, 
circles, oceans and tributaries, rivers and tributaries. Mod- 
eling. Outline maps of grand divisions. Have frequent 
talks of climate, productions, curiosities, scenery, historical 
events, etc. See history. 

FIFTH GRADE 

Begin Complete Geography; take to South America. 
As often as possible associate history with locality studied. 
Special drills on geography, production and history of New 
Mexico. See history. Careful attention to physical features. 
Mark (or locate with products) on maps products, fruit and 
mining regions, industrial and commercial centers, state 
institutions, natural curiosities, etc., of New Mexico. Locate 
principal railroads and important points along them. 



RA TON PUBLIC SCHOOLS 25 

SIXTH GRADE 

Begin with review of Fifth grade and complete the 
book. Study in connection with the History of the grade, 
and apply the suggestions of the Fifth grade. 

SEVENTH GRADE 

Review the entire complete book, applying the sug- 
gestions of the Fifth and Sixth grades, and extending them, 
especially in connection with the History. 



HISTORY 

FIRST GRADE 

Indian stories of Raton and neighborhood. Indian 
life. Early settlers of this region — their names, hardships, 
customs, occupations, etc. The Mexicans and their early 
settlements. See geography. 

SECOND GRADE 

Follow instructions of first year. Extend Indian, 
Mexican and early settlers' tales to New Mexico. Stories 
from "Seven Little Sisters" and ''Ten Boys". See geography. 

THIRD GRADE 

Continue and extend the work of First and Second 
grades. Cliff Dwellers, Pueblos, Esquimaux. Connect 
with geography. 

FOURTH GRADE 

Continue and extend work of former grades. Stories 
from United States History. Lives of Columbus, Washing- 



26 COURSE OF STUDY 

ton, Lincoln, Grant, Socrates, Alexander, Caesar, etc. See 
geography. 

FIFTH GRADE 

American History, from discovery of continent to 
present time as taken from any primary History, as Story 
of Our Country — William of Normandy, Cromwell, Charles 
I, Joan of Arc and Paul Kruger. Noted Americans. See 
geography. 

SIXTH GRADE 

Continue work of previous grades, and read as sup- 
plementary reading, Eggleston's First Book in American 
History. Associate historical events with their geography. 
Make historical outline maps. Biography and great events. 

SEVENTH GRADE 

Use the book of the Sixth grade as suggestive and 
extend by research work in history, using various histories 
as reference. Make this strong training in preparation for 
eighth year history. Make outline maps and write up sub- 
jects individually assigned. 

EIGHTH GRADE 

Begin and complete McMastefs History of the 
United States. Biographies, search topics, current history. 
Outline maps. 

PHYSIOLOGY AND HYGIENE 

FIRST GRADE 

Familiar talks about cleanliness, neatness, effect of 



RA TON PUBLIG SCHOOLS 27 



wet clothes, improper food, drink, etc. Divisions of body, 
senses, etc. 

SECOND GRADE 

Follow outline of first year. Call attention to simi- 
larities in man and dumb animals and birds. Location and 
names of organs. 

THIRD GRADE 

Follow instructions of First and Second grades. Ar- 
rangement of organs and parts of body and the advantages 
of such arrangement. Classification, names and number 
of bones. 

FOURTH GRADE 

So far as practicable follow outlines of previous 
grades. Study circulation and organs engaged in its func- 
tion. Elaborate upon the senses and organs of sense. 

FIFTH GRADE 

See instructions in previous grades. Digestive and 
nervous systems and organs of. Make comparisons and 
contrasts with lower animals. 

SIXTH GRADE 

Ghild's Health Primer Physiology. Study and recite 
at least twice a week in connection with Science work. 

SEVENTH GRADE 

No book, except to review Sixth grade work. In 
connection with the science work, have pupils make special 



28 COURSE OF STUDY 

investigations and report. Dissect a beef heart, liver, brain, 
kidneys, a rabbit or some other animal, and trace its blood 
and nervous systems. Perform chemical experiments, illus- 
trating- the various functions of the organs, juices, etc., of 
the body. 

EIGHTH GRADE 

Steele's Hygienic Physiology. Supplement by refer- 
ence to other books. Extend work of Seventh grade. 



SPELLING 

Spelling should deal with the form of the word, yet 
the elements — the sounds represented by letters — that make 
up the word must be recognized in their individual as well as 
in their relative capacities. We often find it necessary to 
apply the test of uttering the individual sound, first alone 
and then with its related sounds. 

While we use no text book in spelling, this fact should 
emphasize the importance of spelling every word used. 
While it should be the rule with the teacher to see that her 
pupils are able to spell, orally and in writing, all words used 
in conversation or found, in the various lessons, this rule 
should have special emphasis in the first five grades. 

In the first year this may be done in connection with 
the reading and conversation exercises, but in the Second 
grade regular spelling exercises, at least once a day, should 
be had. In the Second and Third grades at least five words 
should be given from the reading, language and number 



RA TON PUBLIG SCHOOLS 29 

lessons. If five words per day will not include all the new 
words taken up each day, then the number should be in- 
creased to such an extent as to include all new words. 

In the Fourth and Fifth grades not less than ten 
words per day should be given. As in the lower grades 
these should be taken from the reading, grammar, geography, 
arithmetic and conversation, with an extended review once a 
week. Learn the meaning of words. 

In the Sixth, Seventh and Eighth grades continue the 
same methods, extending the selection of words to physi- 
ology and history. Learn definitions and use properly in 
sentences. Composition work should be corrected as to 
spelling and correctly rewritten. 



SCIENCE AND OBSERVATION WORK 

This is a subject on which teachers should place much 
intelligent stress. While it has become a very popular sub- 
ject in grade work.it is probably the most abused in the pub- 
lic school curriculum. 

One of the first steps toward correcting abuses 
should be to forget that there are such accessories as read- 
ing books on science and nature study, and then go out into 
the school yard, the fields or woodlands and collect some 
growing plants, insects, rocks, etc. Bring your collection 
into the school room and proceed, with your pupils, to dis- 
cover everything you can about some one individual of your 
collection. After exhausting the pupils and your observa- 
tional resources, encourage your pupils to talk or write of 



50 COURSE OF STUDY 

what they have observed, and in the more advanced grades, 
compare, contrast and draw conclusions. 

FIRST GRADE 

Use objects — natural or artificial. By the various 
senses determine their shape, rough or smooth, size, weight, 
color, etc. Examine insects and plants as to hard or soft, 
number of legs, wings, limbs; shapes of leaves, flowers, parts 
of flowers, their fragrance, beauty, etc. Do not neglect to 
have them tell what they have discovered. Place stress 
on the sense training. 

SECOND GRADE 

Read above instructions. Examine stems, leaves and 
roots as to shape, soft or hard, smooth or hairy, veins, etc. 
Insects, size, jumpers, runners or flyers; size, shape and 
number of organs. Flower, color, fragrance, number of 
sepals, petals, stamens and pistils, etc. Rocks, as to color, 
soft or hard, will it make a mark or scale off. Devise some 
work of your own along these lines. Sense training and 
talking. 

THIRD GRADE 

Continue and extend the work of previous grades. 
Examine seeds and seed pods, other fruits with their ap- 
pendages and protections. How and where they grow, 
compare and contrast in shape, structure, etc. Insects and 
animals, as to shape, parts, organs, habits, food, etc. Rocks, 
quarts, sand sione, volcanic, etc. Sense training and talk- 
ing or writing. 



RA TON PUBLIC SCHOOLS 51 

FOURTH GRADE 

Follow instructions of previous grades. Names and 
peculiarities of common wild and house plants. Some of 
common domestic and wild animals. Iron and lead ores. 
Gold and silver bearing rocks. Lime stone, if you can find 
specimens. Sense training and expression — oral or written. 
FIFTH GRADE 

Review all the work of previous grades. Examine 
relation of sepals to calyx, petals to corolla, simple and com- 
pound leaves, margins of leaves; uses of appendages on 
fruits and seeds. Study ores, granite, slate, etc. Birds, 
fishes — relation of feathers to scales, hair, etc. Food and 
habits of animals. Expression. 

SIXTH GRADE 

Follow and extend work of Fifth grade. Study 
flowers, leaves, stems and roots as to regularity of form, 
change of condition and color at different seasons. Animals 
of other countries; soils — sand, vegetable, ash, etc. Write 
two or three pages on individual specimens or classes 
examined. See physiology. 

SEVENTH GRADE 
Conform to and extend outline of previous grades. 
Examine mosses and water plants and compare with those 
previously studied. Experiment with movements of air 
currents, their cause and effects on nature, winds, fire 
burning, etc. Compare animal structure to man structure, 
etc. Rock strata, how formed, coal formation and other 
subjects that may appeal to you. See physiology. 



52 GOURSE OF STUDY 

EIGHTH GRADE 

Continue the previous work with such additions as 
your ingenuity may suggest, but do not forget to talk and 
write. Encourage questions on natural phenomena, but as a 
rule leave the answer to be learned by the pupils. 



WRITING 

FIRST GRADE 

Writing should begin the first day of school. For the 
first year pupils should write with long pencils on good 
paper. Learn a few simple and well used words by their 
script forms, following soon with the script form of the 
individual letters. After the individual form is learned, 
teach the combinations. Write lessons. 

SECOND GRADE 

Review individual forms. Use pencil. Write spelling 
and reading lessons. May use second book, but if so, sup- 
plement with exercises on practice paper. Legibility, uni- 
formity, and encourage rapidity. Height and slant of letters. 

THIRD GRADE 

Follow instructions of second year. May use ink or 
pencil and third book. Daily exercises. Apply to letter 
writing of correct forms. Principles of letters. 

For Fourth, Fifth and Sixth years follow instructions 
of previous grades, with black ink and the books of same 
number as grade. Encourage rapidity and forearm move- 



RATON PUBLIG SCHOOLS 



ment. Give much time to exercises in movement and letter 
forms, on exercise paper. 

Seventh and Eighth grades may use Sixth book with 
extensive exercises, permitting - more individuality in writing- 
characteristics, but always insisting on rapidity and legibil- 
ity. Insist on legibility and neatness in all writing exercises, 
compositions, etc. 



MUSIC 

FIRST, SECOND AND THIRD GRADES 

Give prominence to "rote song". Use care in select- 
ing songs suitable for grades. 

First year— Scale as a rote song. Teach it thorough- 
ly, both syllable and scale names (do, re, mi, etc., and 1, 2, 
3, 4, 5, 6, 7, 8). Voice drills by having scale sung, using 
various syllables, as oh, ah, ha, too, tee, etc. Give short 
drills at beginning of every lesson. Teach the more simple 
intervals, as do-re, re-mi, etc. Write easy exercises on the 
board in figures and sing. Omit skips, but sing up and down, 
as (a)— 8, 7, 6, 5, 4, 3, 2, 1 ; (6j— 8, 7, 6, 5, 6, 7, 8; (c)—\, 
2, 3, 2, 3, 2, 1, 1; Id)— 5, 4, 3, 2, 3, 4, 3. An exercise may 
begin or end on 1, 3, 5 or 8, but at first it is better to use 
1 or 8. 

Second year — Written exercises beginning with the 
representation of the scale. Explain that the staff and "G" 
clef indicate the pitch of tones, and that notes show the 
length of tones. Value and form of the whole, half and 
quarter notes. Measure — two-four measure has two counts 
or pulsations. Use of bars, double bars. Key of C. Con- 



34 COURSE OF STUDY 

tinue intervals, taking up easier skips, as 1-3, 1-5, 3-5, 
5-8, etc., and their inversions, as 3-1, 5-1, etc. Sing- exer- 
cises containing points learned. Sing- songs frequently. Give 
at least half your time to songs. Book 1 and 2 in hands 
of teacher. 

Third year — Teach the form and use of the hold, slur 
and tie. Four-four measure, first and third pulsations are 
accented. The meter signature 4-4 shows four quarter 
notes to each measure. Introduce exercises in the key of D. 
The two sharps in the signature show that do, likewise the 
entire scale, has changed position. Each tone is one degree 
—a line or space—higher than before. Continue study of 
intervals. Practice exercises and songs. Book 3 in hands 
of teacher. 

FOURTH, FIFTH AND SIXTH GRADES 

Continue rote songs — greater emphasis on regular 
written work — greater accuracy — individual responsibility. 
Each pupil should be called upon. 

Fourth year— Review 1st, 2nd and 3rd years, with 
greater exactness. Preserve written work for future use. 
Three-four measure. Use of dot. Exercises containing points 
learned. Use book 3 for pupils. 

Fifth year- -Learning meaning of, and sing songs con- 
taining, following terms: Andante, Moderato and Allegro. 
Also D. C. and D. S. Show form and use of whole, half and 
quarter rest. Introduce six-eight measure. Copy exercises 
and songs, and practice same. 4th book. 

Sixth year— Give attention to correct phrasing. Guard 



RA TON PUBLIC SCHOOLS 55 

against mere mechanical work. Sing- with soul and spirit, 
but not noisy. Cultivate smooth and soft, but not weak tones. 
Keys, F. and G. Use of sharps and flats to induce acci- 
dentals. Sharp four (//) is perhaps the easiest illustration, 
as sol, ff, sol in the key of G. are the same as do, si, do in 
the key of C. Begin the use of two-part songs. Continue 
and extend work of previous grades. Practice exercises 
and songs. 5th book. 

SEVENTH AND EIGHTH GRADES 

Use 6th book and supplement such work as is neces- 
sary to its use. Sing any good songs from other books, but 
guard against the silly, sentimental songs now in growing 
popularity. 



DRAWING 

FIRST GRADE 

Good lines are an elementary essential to drawing 
well, but drawing, like any other subject with a child, must 
begin with engaging the child interest and that cannot be 
engaged by attention to mere lines, circles, etc. Permit the 
child to draw at whatever he desires, but endeavor to direct 
him to simple objects that are easily represented on paper. 
Free hand drawing only. The first year's work should cover 
the drawing of square, triangle, circle, sphere and cylinder. 
Folding square and triangular forms. Cutting out printed 
pictures and forms from plain paper, and pasting. Building 
or laying with pegs and sticks. Clay modeling. Elementary 
colors. 



36 COURSE OF STUDY 

SECOND GRADE 

Observe instructions for First grade. So far as pos- 
sible carry a form through modeling, drawing, cutting, fold- 
ing, coloring. Hemisphere, cube, right-angled and triangular 
prism, cone, pyramid. 

THIRD GRADE 

Review previous work, and extend it to square prism, 
ovoid and ellipsoid. Draw, in perspective, easy objects in 
the room, as a plain table, desk or book. Permit those who 
show adeptness and inclination to draw anything they desire. 

fourth: grade 

Use book one, and supplement from instructions of 
previous grades. So far as possible, explain drawings in 
books from the objects and after this explanation draw from 
object and book picture. Select objects from pictures in 
back of book. 

FIFTH GRADE 

. Book two, and follow instructions of Fourth grade. 

SIXTH GRADE 

Book three, and instructions of Fourth and Fifth 
grades. 

SEVENTH GRADE 

Book four, and instructions of Fourth grade. 

EIGHTH GRADE 

Book five, and instructions of Fourth grade. 



RATON PUBUG SCHOOLS 



37 






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38 



COURSE QF STUDY 



HIGH SCHOOL 

OUTLINE OF COURSE OF STUDY 



LATIN COURSE 

Beginning Latin 

3 Rhetoric and 

Eng. Classics 
Algebra 

1 Physical Geog- 

raphy 

2 Civil Law 
Drawing and Music 

Caesar 

1 Algebra 

2 Geometry 

4 American 

Literature 
Physics 

1 Greek History 

2 Roman History 
Drawing and Music 



Cicero 
Geometry 
Chemistry 
English Literature 
Drawing and Music 



Freshman Year 

science course english course 



Latin or German 

3 Rhetoric and 

Eng. Classics 
Algebra 

1 Physical Geog- 

raphy 

2 Civil Law 
Drawing and Music 

Sophomore Year 
Caesar or 2nd year 
German 

1 Algebra 

2 Geometry 

4 American 

Literature 
Physics 

1 Greek History 

2 Roman History 
Drawing and Music 

Junior Year 

1 Astronomy 

2 Geology 
Geometry 
Chemistry 
English Literature 
Drawing and Music 



Spanish 

3 Rhetoric and 

Eng. Classics 
Algebra 

1 Physical Geog- 

raphy 

2 Civil Law 
Drawing and Music 

2nd yc- Spanish 

1 Algebra 

2 Geometry 

4 American 

Literature 
Physics 

1 Greek History 

2 Roman History 
Drawing and Music 



1 Commercial Law 

2 Commercial 

Arithmetic 

1 Commercial 

Geography 

2 Astronomy or 

Geology 
Chemistry 
English Literature 
Drawing and Music 



CONTINUED 



NEXT PAGE 



RATON PUBLIG SCHOOLS 



39 



LATIN COURSE 

Virgil 

1 English History 

2 French History 

1 American History 
English Classics 

1 Drawing and 

Music 

2 Thesis 



Senior Year 

science course 

Botany or Zoology 

1 English History 

2 French History 

1 American History 
English Classics 

1 Drawing and 

Music 

2 Thesis 



ENGLISH COURSE 

1 Book Keeping 

1 English History 

2 French History 

1 American History 
English Classics 

1 Drawing and 

Music 

2 Commercial Pa- 

per and Cor- 
respondence. 
1 Thesis 



NOTES 



1. Taken as a full study for 1st half of year. 

2. Taken a as full study for 2nd half of year. 

3. One-fourth of time given to study of English Classics. 
A studied composition of from 350 to 800 words to be pre- 
pared once in every two weeks, with written work as class 
exercise every three or four days. 

4. "American Literature" as contemplated in the 
Sophomore year shall consist of one hour's work, or half full 
work — full work consisting of two hours' work for the entire 
year. Two subjects may go to make up a full year's, or two 
hours' work— as Algebra first half and Geometry second 
half of Sophomore year. 

English Classics to be modified from year to year to 
meet "College Requirements in English." 

Each pupil — except in second half of the Senior year — 
shall be required to read an approved book and write a 
paper on it as often as one in' every term. 



40 COURSE OF STUDY 

RULES AND REGULATIONS 

THE SUPERINTENDENT 

The Superintendent shall have general supervision of 
the schools of the city, acting- under the advice and direction 
of the Board of Directors, and shall communicate all orders 
and instructions relating- to the general administration of 
school interests, to teachers, pupils or janitors as directed 
and see that the same are enforced. 

He shall visit the several grades as often as possible; 
shall see that the system of grading and course of study 
adopted are followed; shall make such suggestions and cor- 
rections in class management, and discipline as he may deem 
necessary; shall counsel with teachers as to their modes of 
teaching and government. 

He shall attend promptly to all cases of misconduct 
reported to him by any of the teachers, carefully examine 
the facts in the case, and, if he deems proper, administer ap- 
propriate correction. Cases of extreme difficulty and im- 
portance he shall report to the board. 

He may temporarily suspend pupils from school, for 
violation of rules or improper conduct, in all cases where he 
may deem such action necessary, notice of which shall be 
immediately given to the clerk of the board; and the pupil 
suspended shall not be re-admitted except upon the order of 
the board, unless he or she shall by note or otherwise signify 
"a willingness to comply with the rules of the school. All 
cases of suspension shall be immediately reported to the 
parent or guardian. 

It shall be his duty to attend all regular meetings of 



RA TON PUB LI G SGHOOLS 41 



the board, and such called meetings as the board may deem 
proper. 

He shall make such reports to the board as they may 
direct, or as he may think for the good of the schools, and 
shall make an annual report at the close of the year of the 
condition of the schools, with his recommendations con- 
concerning the same. 

He shall hold a meeting of the teachers on the Satur- 
day previous to the opening of the school year, and at least 
once a month while the schools are in session. He shall 
compile and preserve in his office a complete record of the 
grade work and standing of each pupil and a general month- 
ly record of attendance and progress, and also a complete 
record of all apparatus, books and other personal effects 
belonging to the district. 

He may temporarily fill vacancies caused by necessary 
absence or sickness of teachers, and may make such other 
temporary arrangements as appear to be for the best in- 
terests of the schools, reporting the same in each case to the 
board at its next meeting. 

He shall have charge of all school supplies and ap- 
paratus and shall see that they are properly used and 
cared for. 

He shall examine and assign pupils to the various 
departments and teachers, as in his judgement their qualifi- 
cations may justify. 

PK'INCIPALS 

Principals shall see that their buildings are opened for 
the admission of pupils at 8:30 a. m.. and at 1:00 p. m. 



42 COURSE OF STUDY 

If the weather is such as to warrant it, they may open 
earlier; provided, that no pupil shall enter any room which is 
not at that time in charge of a teacher. 

They shall see to the safe keeping- of their respective 
buildings, the furniture, bcoks and apparatus contained 
therein, and the fences, trees, shrubbery and out-buildings 
belonging thereto; and at the close of the school year they 
shall return the keys of their respective buildings, also the 
keys of the desks and closets, properly labelled and num- 
bered, to the Superintendent; and shall also furnish him with 
a schedule of all articles used in and belonging to the 
building. 

They will be held responsible to the Superintendent 
for the care and order of their respective buildings from 8:30 
a. m. to the close of the afternoon session, and with the ap- 
proval of the superintendent may establish such special 
rules and regulations as will secure the best possible order 
in the buildings and about the grounds. 

They may call to their aid any or all teachers of their 
buildings, in securing order and discipline, and shall see that 
their buildings, at no time, while pupils are within, are left 
without the supervision of themselves or some teacher. 

TEACHKKS 

Teachers are required to be at their rooms at least 
thirty minutes before the opening of each session, unless 
excused by the Superintendent. They shall give close at- 
tention to the ventilation, temperature and cleanliness of 
their respective rooms. 



RATON PUBLIG SCHOOLS 



All teachers shall carefully guard against the intro- 
duction of questions of a sectarian or partisan nature. They 
shall refuse to read or circulate any advertisement of any 
kind whatever, and shall not allow any person the privilege 
of exhibiting any book, map or other articles, or of announc- 
ing in any manner notices of any kind, or of distributing 
upon the school premises any books, bills, tracts, or other 
publications; nor shall books or apparatus of any kind be 
purchased or contracted for by any school, or by any teacher 
in behalf of any school. 

Each teacher must hold herself personally responsible 
for the deportment of her pupils in and about the buildings, 
and all pupils are subject to the correction and reproval of 
any teacher. 

Teachers shall prepare and hand to the Superintend- 
ent all monthly and other reports as required by him, before 
they are entitled to their monthly salaries, and before re- 
ceiving their last month's salary, will be required to return 
to the Superintendent all keys properly labeled, of their 
rooms, desks and closets. 

Daily calisthenic exercises shall be had in all primary 
rooms of from three to five minutes during each session. 

Excepting in case of sickness, or for other good cause, 
teachers must give to the Board two weeks' notice of 
resignation. 

Within two weeks after the opening of each term each 
teacher shall submit to the Superintendent a carefully pre- 
pared program of her daily work and shall post a copy of 
the same in a conspicuous place in her schoolroom. 



44 COURSE OF STUDY 

PUPILS 

Pupils shall attend school within the limits prescribed 
by the Board; but the Superintendent, in case any room or 
grade becomes overcrowded, may make temporary transfers. 

Pupils may enter school at any time, but in all cases 
new pupils or such as re-enter after the first day of any 
term must apply to the Superintendent for assignment. All 
pupils without promotion certificates of the past year v/ill be 
required to procure certiffcates from the Superintendent be- 
fore they will be received by any teacher, and certificates 
not presented the first day of the term will have to be ap- 
proved by the Superintendent, who will require a written 
excuse from the parent, explaining why it was not presented 
sooner. 

No first grade pupil will be received after the first 
week of any term, and all pupils who have not before been 
enrolled in our public schools must be accompanied by par- 
ent or guardian who shall furnish satisfactory evidence of 
age, residence, etc. 

Every pupil is required to be regular and punctual in 
attendance, to conform to all rules of the schools, and to 
follow the course of study and system of grading prescribed. 
Written excuses from parents or guardian for absence or 
tardiness must be furnished whenever requested by teachers. 

No pupil shall be received into the schools after an act 
of truancy, without the written order of the Superintendent 

No pupil shall be allowed to pass from one grade to 
another without the written order of the Superintendent, 
which order shall be preserved by the teacher of the grade 
into which the pupil is passed. 



RATON PUBLIG SCHOOLS 



Profane or indecent language, use of tobacco, defacing 
school buildings or other property, willful disobedience or 
breach of discipline, will be deemed cause for immediate 
suspension. 

Any pupil absent from school three days in succession 
will be dropped from the roll. After having been dropped 
he can be reinstated by the Principal, provided he shall bring 
a satisfactory excuse from parent or guardian. If the ex- 
cuse is not satisfactory the pupil can be reinstated only by 
the Superintendent. 

A pupil having been absent two half days, or tardy 
twice in four consecutive weeks, without proper excuse, shall 
forfeit his seat in the school, and the teacher shall report the 
same to the Principal, who shall at once notify the parents 
or guardian and the Superintendent. He may resume his 
place in school only on a written permit from the Super- 
intendent. 

JANITORS 

Janitors are under the immediate direction and control 
of their Principals and the Superintendent. 

They shall be at their buildings as early as 8 a. m. 
each school day, and remain at the same until the close of 
the daily session, unless excused by the Principal. 

They shall be responsible for the buildings when 
school is not in session. 

They shall, when able, make all needed repairs, and 
report all other needed repairs to the Superintendent. 

They shall keep school buildings and premises neat 
and clean; shall sweep all rooms and halls each evening; 



46 GOURSE OF STUDY 

thoroughly dust all desks and furniture each morning, and 
shall have the rooms warmed to a temperature of at least 
sixty-five degrees, at time for opening each daily session. 

They shall at the close of the year, or at the time of 
discontinuing the work as janitor, make a report to the 
Superintendent, giving a list of all tools and implements 
furnished them by the Board, their condition at the time of 
report, and shall deliver with this report all keys, etc., in 
good condition. 

They shall ring the bells, make changes in and about 
the buildings as the Principal and Superintendent may direct, 
but shall make no changes that will affect any pupil or 
teacher without the approval of the Superintendent. 

It shall be their duty to assist the Principals and 
teachers in maintaining order and to report to the Principals 
or Superintendent any bad conduct or violation of rules on 
the part of pupils. 

GENERAL 

Regular promotions occur at the close of each school 
year. 

No child shall be received or continued in the school 
known to be infected with any contagious disease, or coming 
from a family where such disease exists. 

All persons feeling themselves aggrieved in connection 
with school matters must apply to the Superintendent. 
Should the Superintendent be unable to render satisfaction 
he shall at once submit the matter to the Board. 

Parents and guardians are invited to visit the schools 
and confer with teachers as to the best manner of instruction 



RA TON PUBLIG SCHOOLS 47 

and discipline of their own children, but all persons are for- 
bidden going to school rooms for the purpose of making- 
complaints in the presence of pupils. They must seek re- 
dress as above advised. 

Children under school age cannot be allowed to visit 
the schools except with a parent who will see that they in 
no way are allowed to disturb the schools. 

The Board recognizes as sufficient reasons for absence 
or tardiness: 1. Sickness of pupil. 2. Sickness in the 
family. 3. Danger to health from exposure. 4. Imper- 
ative necessity. 



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STUDENT'S CLASS CARD— Name: 



HIG H SCHOOL COURSE OF STUDY 




ENGLISH 


COURSE 


SCIENTIFIC COURSE 


CLASSICAL COURSE 


1st SEMESTER 


2nd SEMESTER 


1st SEMESTER 


2nd SEMESTER 


1st SEMESTER 


2nd SEMESTER 




English, 4, 5, 8. 


English, 4, 5, 8. 


English, 4, 5, 8. 


English, 4, 5, 8. 


English, 4, 5, S, 


English, 4, 5, 8. 




Algebra, 3, 7. 


Algebra, 3. 7. 


Algebra, 3, 7. 


Algebra, 3, 7. 


Algebra, 3, 7. 


Algebra, 3, 7. 




Anc. Hist., 1, 6. 


Anc, Hist.. 1, 6. 


Latin, 4, 6. 


Latin, 4, 6. 


Latin, 4, 6. 


Latin, 4, 6. 




Agriculture, 7 & 8. 


Agriculture, 7 & 8. 


Physiography, 1 & 2. 


Physiography. 1 & 2. 


Physiography, 1 & 2. 


Physiography, 1 .v 2. 




English, 3, 4. 


English, 3, 4. 


English, 3, 4. 


English, 3, 4. 


English, 3, 4. 


English, 3, 4. 




Algebra, 5, 6. 


Geometry, 5, 6. 


Algebra, 5, 6. 


Geometry, 5, 6. 


Algebra. 5. 6. 


Geometry, 5, 6. 


■a 


M. and M. Hist., 3, 7. 


M. and M. Hist., 3,7. 


Anc. Hist.. 1, 6. 


Anc. Hist., 1, 6. 


Latin, 2. 


Latin, 2. 


w 


Physiography, 1 & 2. 


Physiography, 1 & 2. 


Biology, 1 & 2. 


Biology, 1 & 2- 


Anc. Hist., 1, t). 


Anc. Hist., 1, o. 


b 


English, 6. 


English, 6. 


German, 7. 


German, 7. 


English, 6. 


English. 6. 


>- 


Geometry, 1. 


Civil Govt., 2. 


Geometry, 1. 


Geometry, 1. 


Geometry, 1. 


Geometry, 1. 


73 


Eng. Hist., 4. 


Eng. Hist., 4. 


M. and M. Hist., 3. 7. 


M. and M. Hist., 3, 7. 


Latin. 8. 


Latin, 8. 




German, 7. 


German, 7. 


Physics, 4 & 5. 


Physics. 4^5. 


M.and M. Hist., 3,7. 


M. and M. Hist., 3, 7. 




English, 2. 


English. 2. 


Eng.— 3rd. yr., 6. 


Eng. — 3rd yr., 6. 


English. 2. 


English. 2. 


« 



German, 3. 


German, 3. 


German, 3. 


German, 3. 


German, 7. 


German, 7. 


£ 


Amer. Hist., 8. 


Amer. Hist., 8. 


Trigonom., 2. 


Trigonom, 2. 


Latin, 1. 


Latin, 1. 


<t 


Physics, 4 & 5. 


Physics, 4 & 5. 


Chemistry, 7 & 8. 


Chemistry, 7 & 8. 


Physics, 4 & 5. 


Physics, 4 .v 5. 






HIGH SCHOOL DAILY PROGRAM FOR 1907-1908 



TIME 


MR. ROBERTS 


MISS BKAINRRD 


MISS JOLI.V 


MISS LOWEN 


MISS FRIEZE 


MISS BROWNE 


8.30-8.40 


OPENING EXERCISES 


8.40-9.20 


Biology 


Anc. Hist. I. 


Latin— Sr. 


Math.— Jr. 




Physiography 


9.20-10.00 




Latin — Soph. 


Math.— Sr. 


Eng.— Sr. 


10.00-10.40 




M. and M. Hist. I. 


Ger. 2nd year 


Math.— Fsh. I. 


Eng. — Soph. I 




10.40-11.20 


Physics 


English History 


Lat. — Fsh. I. 




Eng.— Soph II. 


Eng.— Fsh. I. 


11.20-12.00 






Math.— Soph. I. 


Eng. — Fsh. II 




12.00-12.30 


NOON-LUNCH PERIOD 


12.30- 1.10 




Anc. Hi storey II. 




Math.— Soph. II. 


Eng.— Jr. 


Lat.— Fsh. II. 


1.10- 1.50 


Chemistry 


M. and M. Hist. II. 


Ger. 1st ye;ir 


Math -Fsh. II. 




Agriculture 


1.50- 2.30 


American History 


Latin — Jr. 




Eng.— Fsh. III. 


2.30- 4.00 




LTTERAR' 


Y SOCIETY SESSION, EVERY FRIDAY 





_E IS'/ 1 




4(V3 



10 H 




LIBRARY OF CONGRESS 



021 781 096 6 



